Engaging Staff in Their Own Professional Development

  • Kay SambellEmail author
  • Sally Brown
  • Linda Graham


This chapter offers practical advice and worked examples on how best to engage yourself and support others to engage in relevant CPD that is genuinely developmental.


  1. Ashwin, P., Boud, D., & Coate, K. (2015). Reflective teaching in higher education. United States: Continuum Publishing.Google Scholar
  2. Benzies, A., & Mowat, E. (2012). Everyone needs a mentor? The SEDA PDF award in mentoring and coaching. Educational Developments, 13(4), 14.Google Scholar
  3. Blackmore, P. (2013). Leadership in teaching. In L. Hunt & D. Chambers (Eds.). University teaching in focus: A learning-centred approach (pp. 268–290). Victoria: ACER.Google Scholar
  4. Boud, D., & Brew, A. (2013). Reconceptualising academic work as professional practice: Implications for academic development. International Journal for Academic Development, 18(3), 208–221.CrossRefGoogle Scholar
  5. Boyle, L., & Taylor, N. (2016). TESTA—Developing one aspect of feedback review at the University of Dundee. Educational Developments, 17(3), 9–12.Google Scholar
  6. Cook-Sather, A. (2011). Layered learning: Student consultants deepening classroom and life lessons. Educational Action Research, 19(1), 41–57.CrossRefGoogle Scholar
  7. Cook-Sather, A. (2013). Catalysing multiple forms of engagement: Student-staff partnerships exploring teaching and learning. In E. Dunne & D. Owen (Eds.). The student engagement handbook: Practice in higher education (pp. 549–65). Bingley: Emerald.Google Scholar
  8. Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. United States: Jossey-Bass.Google Scholar
  9. Fry, H., Ketteridge, S., & Marshall, S. (2014). A handbook for teaching and learning in higher education: Enhancing academic practice (4th ed.). London: Routledge.Google Scholar
  10. Ginns, P., Kitay, J., & Prosser, M. (2008). Developing conceptions of teaching and the scholarship of teaching through a graduate certificate in higher education. International Journal for Academic Development, 13(3), 175–185.CrossRefGoogle Scholar
  11. HEA. (2011). The UK professional standards framework for teaching and supporting learning in higher education. York: HEA. Retrieved December 12, 2016 from
  12. HEA. (2012). A marked improvement: Transforming assessment in higher education. York: Higher Education Academy.
  13. Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: HEA. Retrieved December 14, 2016 from
  14. Higher Education Academy. (2017). HEA fellowships. Retrieved December 12, 2016
  15. Hunt, L., & Chalmers, D. (Eds.). (2012). University teaching in focus: A learning-centred approach. Canberra, ACT: Australian Council Educational Research (ACER).Google Scholar
  16. Jessop, T. (2016). Seven years and still no itch: Why TESTA keeps on going. Educational Developments, 17(3), 5–9.Google Scholar
  17. Jones, E., & Killick, D. (2013). Graduate attributes and the internationalized curriculum: Embedding a global outlook in disciplinary learning outcomes. Journal of Studies in International Education, 17(2), 165–182.CrossRefGoogle Scholar
  18. Kandlbinder, P., & Peseta, T. (2009). Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom. International Journal for Academic Development, 14(1), 19–31.CrossRefGoogle Scholar
  19. Light, G., Calkins, S. C., & Cox, R. L. (2009). Learning and teaching in higher education: The reflective professional (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
  20. QAA. (2013). UK quality code for higher education: Chapter B6: Assessment of students and recognition of prior learning.
  21. Race, P. (2014). Making learning happen: A guide for post -compulsory education (3rd ed.). London: Sage.Google Scholar
  22. Race, P. and Leeds Met Teaching Fellows (2009). Using Peer Observation to Enhance Teaching, Leeds: Leeds Met Press. Accessed December 12, 2016 from
  23. Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). New York: Taylor & Francis.Google Scholar
  24. Rust, C. (1998). The impact of educational development workshops on teachers practice. International Journal for Academic Development, 3(1), 72–80.Google Scholar
  25. Sadler, I. (2012). The challenges for new academics in adopting student-centred approaches to teaching. Studies in Higher Education, 37(6), 731–745.CrossRefGoogle Scholar
  26. Sadler, I. (2013). The role of self-confidence in learning to teach in higher education. Innovations in Education and Teaching International, 50(2), 157–166.CrossRefGoogle Scholar
  27. Salmon, G. (2013). E-tivities: The key to active online learning (2nd ed.). London: Routledge.Google Scholar
  28. Salmon, G., & Wright, P. (2014). Transforming future teaching through “carpe diem” learning design. Education Sciences, 4(1), 52–63.CrossRefGoogle Scholar
  29. Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (Jossey bass higher and adult education series). San Francisco: Jossey-Bass Inc.Google Scholar
  30. Scott, G. (2004). Change matters: Making a difference in higher education. In Proceedings of the Australian Universities Quality Forum (pp. 35–51).Google Scholar
  31. SEDA. (2016). CPD for fellowship holders. Retrieved December 12, 2016
  32. Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.CrossRefGoogle Scholar
  33. Smith, J. (2010). Forging identities: The experiences of probationary lecturers in the UK. Studies in Higher Education, 35(5), 577–591.CrossRefGoogle Scholar
  34. Smith, S. (2015). Ph.D. by published work: A practical guide for success. United Kingdom: Palgrave Macmillan.Google Scholar
  35. Spowart, L., Turner, R., Shenton, D., & Kneale, P. (2015). But I“ve been teaching for 20 years…”: Encouraging teaching accreditation for experienced staff working in higher education. International Journal for Academic Development, 21(3), 206–218.CrossRefGoogle Scholar
  36. Trowler, P. (1998). Academics responding to change: New higher education frameworks and academic cultures. Buckingham: Open University Press/SRHE.Google Scholar
  37. Waterfield, J., West, R., & Parker, M. (2006). Supporting inclusive practice: Developing an assessment toolkit. In M. Adams & S. Brown (Eds.). Towards inclusive learning in higher education: Developing curricula for disabled students (pp. 79–94). London: Routledge.Google Scholar
  38. Weinstein, E., & Miller, K. M. (2000). Mentoring for success. West Des Moines, IA: American Media Inc.Google Scholar
  39. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2017

Authors and Affiliations

  1. 1.Department of Learning and Teaching EnhancementEdinburgh Napier UniversityEdinburghScotland
  2. 2.Emerita Professor, Leeds Beckett University and Independent consultantNewcastleUK
  3. 3.Department of Social Work, Education and Community WellbeingNorthumbria UniversityNewcastleUK

Personalised recommendations